Fillable Printable Letter of Intent: Contract Information Form
Fillable Printable Letter of Intent: Contract Information Form
Letter of Intent: Contract Information Form
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Letter of Intent: Contact Information Form
Created Monday, July 07, 2014
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All applicants seeking to establish a charter school authorized by the Board of Regents to open
in 2014 must submit a Letter of Intent to Apply, which requires completion of this contact form,
and an upload of your 5 page€Letter of Intent to Apply as outlined€in the 2014€RFP and
Application Kit.€€Please submit these tasks€by 3:00 PM on February 3, 2014. Applicants who do
not submit a complete Letter of Intent to Apply by the 3:00 PM€deadline will not be permitted to
submit a Full Application.
a. Proposed Charter School Name
(Please write out the formal and full name for the school you proposed, and include the words "charter" and "school" in the proposed
name).
CP Harlem Charter School
b. Preferred school location.
Select the preferred geographical area on the left and then select the preferred school district or community school district on the right.
NYC CSD-Manhattan: CSD 5
Select a second geographical area on left and then select the school district or community school district on right.
None
If necessary, select a third geographical area on left and then select the school district or community school district on right.
None
c. Applicant(s) information, including mailing address, phone number, and email address, and
information establishing that the applicant(s) is a parent, teacher, school administrator or
community resident.
(The entire chart may not be visible on your screen. Use the "tab" key to move from column to column. The first column will remain
static as you do so).
First and Last
Name
Best Phone Number
(###-###-####)
Email Address Street Address, City, State, Zip
Lead Applicant Dr. Stephen D
Perry
As the Lead Applicant(s), I (we) can best be described as a:
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(Multiple responses permitted)
•€€Current or former School Administrator
d. Contact Person: please provide a phone number and/or email address to which public inquires
about the proposed charter school may be addressed.
First and Last
Name
Best Phone Number
(###-###-####)
Email Address URL (type web address or the
word "none")
Media Contact Rachel Goldstein 617-869-7678 rachelgoldstein@wearecapi
talprep.org
none
e. Planned grades and enrollment in each year of the proposed charter term.
Ages (or age
ranges)
2015-2016 2016-2017 2017-2018 2018-2019 2019-2020
6th 11-12 40 60 80 100 100
7th 12-13 40 60 80 100 100
8th 13-14 40 60 80 100 100
9th 14-15 0 60 80 100 100
10th 15-16 0 0 80 100 100
11th 16-17 0 0 0 100 100
12th 17-18 0 0 0 0 100
Total 120 240 400 600 700
f. Proposed Management and/or Partner Organization(s), such as a charter or educational
management company or a university, academic program partner, or whole school change
partner.
(See pages 40 of the application kit for definitions and guidance as only "substantial" partnerships should be listed here).
Proposed Management Company Capital Preparatory Schools, Inc.
Partner Organization 1 Boys & Girls Club of Harlem
Partner Organization 2
Lead Applicant(s) Signature and Date
You have the option of adding your signature(s) as the Lead Applicant or Co-Lead Applicants
directly on the bottom of your Letter of Intent€before€you scan and upload it into the portal.
OR you may sign below using the mouse on your PC or stylist on your mobile device to sign
your name.
Lead or Co-Applicant listed in section c above.
(Internet Explorer may not support this feature. Open the portal using Google Chrome, Firefox, or Safari).
Date Signed (Lead or Co-Applicant)
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(No response)
Co-Applicant listed in section c above
(Internet Explorer may not support this feature. Open the portal using Google Chrome, Firefox, or Safari).
Date Signed (Co-Applicant)
(No response)
Thank you for completing the Contact Form which will be duplicative of some information
contained in your letter of intent. Having information in this form allows the Department to
merge applicant contact information into our existing data system. Please proceed to upload
your signed and dated 5 page Letter of Intent to Apply.
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I. Applicant Information
a. Lead Applicant: Dr. Stephen D. Perry, Head of Schools, Capital Preparatory Schools, Inc.
Phone: Email:
Address:
b. Public Contact: Rachel Goldstein/617-869-7678/[email protected]
c. Applicant group/initial board of trustees information:
Dr. Stephen D. Perry (3 years) is the founder and principal of Capital Prep Magnet School in Hartford, CT
(“Capital Prep”). Under Dr. Perry’s leadership, Capital Prep has become a model of public education’s
potential to provide educational opportunities to historically underserved populations. In addition to being
principal of Capital Prep, Dr. Perry is an Education Contributor for CNN and MSNBC, a best-selling author,
and host of the #1 docudrama for TVONE “Save My Son.” Dr. Perry earned a Doctorate of Educational
Leadership from University of Hartford, an MSW from the University of Pennsylvania School of Social Work
and a B.A. from University of Rhode Island. Dr. Perry will serve as a member of the Founding Board of
Trustees. Dr. Perry’s key contributions include his extensive expertise in education.
Derek Ferguson (3 years) is the Chief Growth Officer of Combs Enterprises (“CE”), prior to which he
served as Chief Financial Officer of CE. Mr. Ferguson is a core member of New York Covenant Church in
New Rochelle, NY and the leader of NYCC’s economic justice ministry. Mr. Ferguson earned his MBA from
Harvard Business School and B.A. from the Wharton School at University of Pennsylvania. Mr. Ferguson
will serve as Chairman of the Board. Mr. Ferguson’s key contributions include his expertise in finance,
business development, and his knowledge of the Harlem community.
Maurice Coleman (new) is a Senior Vice President and Senior Client Manager for the Bank of America
Merrill Lynch Commercial Real Estate Banking team focused on Community Development Banking. Prior to
that, Mr. Coleman served as Dean of Students at Noble and Greenough School in Dedham, MA.
Mr. Coleman is active in various civic and community-based organizations including the Harlem Education
Activities Fund. Mr. Coleman received his B.A. from Columbia University, MPA from the School of
International and Public Affairs at Columbia University, and a Masters in Finance from Columbia Business
School. Mr. Coleman is a resident of New York City and will serve as Treasurer of the Board. His key
contributions include his knowledge of the Harlem community and real estate development.
Stephen Shepard (new) was the Founding Dean of the CUNY Graduate School of Journalism at the City
University of New York from 2005 to 2013. From 1984 to 2005, he was editor-in-chief of BusinessWeek.
Prior to that, he was senior editor for national affairs at Newsweek and editor of the Saturday Review.
Mr. Shepard is a resident of New York and will serve as Secretary of the Board. Mr. Shepard’s key
contributions include his knowledge of New York’s higher education landscape.
Iyanla Vanzant (new) is one of America’s most profound spiritual leaders and acclaimed empowerment
legends. Her body of work spans over three decades to include 15 published books, 5 New York Times
best sellers, CDs, television and stage performances. Ms. Vanzant is the host of Iyanla: Fix My Life. Her
key contributions include her deep connections with the African American community in New York.
Stephen A Smith (new) is a talk show host, television personality, and a former American sports journalist.
Mr. Smith is a commentator on ESPN First Take. Mr. Smith also currently hosts The Stephen A Smith and
Ryan Ruocco Show on ESPN Radio New York 98.7 FM, and is a featured columnist for ESPNNY.com.
Mr. Smith’s key contributions include his expertise in communications and media.
d. Proposed members of the school’s initial board of trustees: Please see above.
e. Replication or network information:
CP Harlem’s program and curriculum designs are based on the internationally recognized,
research-based model developed by the founders of Capital Preparatory Schools, Inc. (CPS) and
implemented over the past ten years at Capital Prep in Hartford, CT. CPS will serve as the management
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services provider for CP Harlem, which will be part of the emerging boutique of CPS schools, to include CP
Harlem and Capital Prep Harbor School in Bridgeport CT, approved to open in July 2015.
Capital Prep’s innovative school model has been celebrated internationally for preparing children
from historically disadvantaged populations to realize their full academic and social potential. Educators
from all over the world, ranging from Europe to Asia to parts of Africa, the Caribbean and Canada, have
visited Capital Prep seeking to learn best practices and replicate aspects of the Capital Prep model.
Likewise, as a thought leader in elementary and secondary education, Dr. Perry has presented the Capital
Prep model in over 40 states and numerous countries and territories in the Caribbean.
Every year since its first class graduated in 2006, 100% of Capital Prep’s predominantly low-
income, minority, first-generation high school graduates have been accepted to four-year colleges. The
Capital Prep model has been particularly successful with students who enter our school community with
pronounced academic deficiencies. For example, in the fall of 2012, standardized testing demonstrated
that only 12.8% of our incoming kindergarten cohort was at or above proficient. After a year of instruction,
students improved dramatically, boasting a 46.6% increase of students at or above proficient as measured
by standardized testing. Capital Prep’s academic success is further demonstrated by its graduation rate
which is one of the highest in the state. Capital Prep’s four-year graduation rate is 96.4%. Comparatively
the average for Connecticut is 81.8%, Hartford is 59.8%, New York State is 74%
1
and NYC District #5 is
60.1%
2
. None of the applicant group members currently serve on the board of trustees for an existing
charter school. The applicant group is not submitting other applications this round.
f. Application history: This applicant has not previously submitted a charter application in New
York State. CPS supported the charter school application by the Governing Board of the Capital Prep
Harbor School to the Connecticut State Board of Education in January 2014, approved in April 2014.
II. Proposed Charter School Information
a. Proposed school name: CP Harlem Charter School (“CP Harlem”)
b. Proposed school location: Community School District 5, Harlem. CP Harlem will request NYC
DOE co-located space, however, we are currently working with several community groups, including real
estate firms, churches and other organizations in order to locate and secure viable private space.
c. Planned grades and enrollment: At full size, CP Harlem will serve students in grades 6-12
th
. The
table below depicts the school’s planned enrollment in each year of the proposed five-year charter term.
The school will reach full planned enrollment of 700 students in its fifth year.
6
7
8
9
10
11
12
Total
Year 1
40
40
40
120
Year 2
60
60
60
60
240
Year 3
80
80
80
80
80
400
Year 4
100
100
100
100
100
100
600
Year 5
100
100
100
100
100
100
100
700
d. Proposed management and/or partner organization(s): The day-to-day management and
oversight of the proposed charter school will be the responsibility of the CP Harlem Head of School, under
the direction of the board of trustees. CPS will provide management services to CP Harlem in the following
areas: start-up, operations, talent development, oversight, fundraising, marketing and advocacy, human
resources, facility, finance, procurement, and board relations. In addition, CPS will provide a small
contingency of ancillary services including accounting, performance management, and program evaluation.
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!http://www.oms.nysed.gov/press/GradRates.2013.StatewideHSGradRateStaysAt74PercentDespiteHigherGradStandards.htmlC
2
Chttp://www.p12.nysed.gov/irs/pressRelease/20130617/DistrictEenrollEoutcomesEandEdiplomasEJune17201 3.p d fC
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CP Harlem’s partner organization will be the Boys & Girls Club of Harlem (BGCH). BGCH, embedded in
the fabric of Harlem for almost 35 years, will provide its extensive expertise in youth development and
programming as the framework for the school's before and after care, enrichment and weekend activities.
e. Proposed school mission: CP Harlem will provide historically disadvantaged students from
Harlem with the academic and character college and career readiness skills needed to become responsible
and engaged citizens for social justice.
f. School overview: The Capital Prep model is distinguished by the purposeful exchange of love
through high expectations, early-college exposure and a pervasive sense of individual and social
responsibility. Our year-round, college-preparatory curriculum is designed to address the achievement gap
by infusing elements of academic models successful in supporting students from historically disadvantaged
populations with those that have traditionally sent high rates of students to four-year colleges.
Our pedagogical approach incorporates horizontal and vertical alignment across grades through
the key design elements of the model: Learner Expectations, Social Justice Strands, Essential Questions,
Common Core State Standards, College Courses, Center for Talented Youth Programming, Student-Led
Conferences, and Project-Based Learning Tools. Our Learner Expectations are students as collaborators,
information processors, problem solvers, knowledgeable people and responsible and empathetic citizens.
Although the Learner Expectations are integrated throughout the school year, in each marking period
students focus on one Learner Expectation in particular. In addition, each marking period has a particular
Social Justice Strand as the focus throughout the school. This vertical alignment of Social Justice content
and Learner Expectations not only allows for collaboration across grades, but it serves as a road map for
younger students to see how their knowledge and understanding of these issues will progress over the
course of their time at CP Harlem. The Social Justice themes and Learner Expectations are taught through
Project-Based Learning Tools, in alignment with Common Core State Standards. Project-Based Learning
provides inquiry-based, real-life experiences for students to support their development into engaged
learners. Through these projects, students produce various artifacts that illustrate students’ understanding
of the Social Justice theme and Learner Expectation for that marking period. In addition, enrichments such
as CTY programming and College Courses are integrated into students’ learning experience throughout
their educational career. Our model also utilizes innovative Student-Led Conferences, which develop
meta-cognitive skills, to allow students to evaluate their mastery and answer the Essential Question for that
grade. The Essential Questions, which provide horizontal alignment over the school year, spiral through
middle and high school in order to prepare our students to use their learning in pursuit of the greater good.
In addition, core to our model is the social-emotional development of our students through affective
supports. We provide a nurturing environment that fosters strong, continuing relationships with students
and their families in order to reinforce with each student that multiple adults in the school care about them
and believe in them. The power of relationships is operationalized through strategies such as our Advisory
System because this support is the foundation on which students take academic risks. In addition, in order
to foster the success of each of our students, our model incorporates an array of affective supports in the
learning environment that address our students’ needs within and beyond the classroom. Our schools are
designed to function as a hub through which existing community resources will be coordinated to create a
wrap-around network of services to support our model and meet the needs of our students and families.
g. Target population/community served:
CP Harlem will be located in Harlem’s Community School District 5, which offers a wide range of
cultural, educational and professional resources that will supplement the school’s enrichment programs and
offer internship opportunities for our students. The school’s target population is the families of Harlem. The
demographics of the district’s student population is similar to that of our students in Hartford and
Bridgeport: 53% African American, 40% Hispanic/Latino, 3% White and 3% Asian. CSD 5’s 2012-2013
state report card indicates 86% of students are economically disadvantaged, approximately 11% of
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students have limited English proficiency and 18% of students have disabilities.
3
Academically, we
anticipate that less than one eighth of incoming sixth graders will be performing at grade level. The most
recent data available from NYS and NYCDOE show that, of 5th graders assessed in CSD 5 during the
2012-13 school year, 11% passed the state ELA exam and under 9% passed the state Mathematics exam.
III. Enrollment and retention of students with disabilities, English language learners, and
students who are eligible applicants for the free and reduced price lunch program
CP Harlem’s mission and academic program have been structured with a specific commitment to
supporting the academic and non-academic success of historically disadvantaged populations, in particular
those in high-need groups. Key strategies, including high expectations, personalized/differentiated
instruction, and the integration of holistic student supports, will support student mastery of the core
academic and non-academic skills that will lead to their acceptance to a four-year college or university.
The recruitment plan for CP Harlem will include strategies specifically designed to attract students
identified within our mission, students with disabilities, English Language Learners, and students eligible for
free and reduced lunch programs. CP Harlem will conduct an extensive outreach campaign to disseminate
information about the school’s programs and supports for students with special needs and solicit feedback
from these families about how the school may best serve them. These efforts will include distribution of the
CP Harlem brochure translated into languages represented in the community, visiting CSD 5 elementary
schools to provide information to guidance counselors and parents, and partnering with community-based
organizations that serve immigrant populations, advocate for students with disabilities, and/or offer support
to low-income families. We will also host informational sessions together with our partnering organizations.
To support and retain these student populations, CP Harlem will implement an RtI model as a
school-wide system of organizing instruction and support resources to deliver high-quality instruction to
meet the diverse needs of learners. In addition to our wrap-around service model and comprehensive
academic and affective supports, such as Seminar, Academic Center and Individualized Learning Plans,
the school will employ a Student Assistance Team to help identify, support, and monitor students with
academic, social, and/or emotional challenges. The school will use periodic standardized testing to allow
teachers to plan appropriate interventions for students who have demonstrated significant academic
deficiencies. We will also hire a Special Education Coordinator and provide professional development to all
staff on the implementation/requirements of IEPs as well as differentiation, assessment, appropriate
modifications, and accommodations to align with Common Core State Standards. Special needs students
will be serviced in the least restrictive environment within the continuum of services. Services outlined in
the IEP can include co-taught classrooms with a special education teacher, pull-out/resource room services
for specialized instruction, pre-teaching, remediation and other support services.
! The school’s educational approach of individualized learning and differentiated instruction will also
support a comprehensive ELL program to ensure the success of LEP students both in academic
achievement and language proficiency. The school will focus on supporting a responsive general education
classroom that will provide ELL students with access to the general education program. All teachers and
staff will support ELL students on their individual learning pathways and will provide appropriate supports to
help them achieve linguistic and academic progress. Initially, the school will contract with an approved ESL
teacher to provide consultation to the teacher with an ELL student in his/her class. As the school grows,
and if the School reaches a critical number of ELL students, consideration will be given to hiring an ESL
teacher. Additional staff members, such as tutors, may be provided as needed. CP Harlem is committed to
enrolling and retaining a student population that meets or exceeds that of the district for low-income and
LEP students and students with disabilities, as per the NYSED charter enrollment and retention calculator.
IV. Public outreach and community support
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Public Outreach: Community engagement and authentic learning opportunities are critical
elements of the Capital Prep model. Accordingly, garnering community support and partnerships in Harlem,
as we have successfully done in Hartford and Bridgeport, CT, has been a primary focus of the founding
members. The result in Connecticut has been over 16,000 applications in 4 years for average annual
acceptance of approximately 100 students in Hartford and approval to replicate our model in Bridgeport.
The applicant group has used the expertise developed in Hartford and Bridgeport and is striving to
expand on and exceed these efforts in New York. Since being invited to explore the possibility of opening a
charter school in New York by former NYCDOE Chancellor Joel Klein in 2010, we have invested significant
time and effort learning about the distinct resources, challenges and opportunities of the Harlem community
and building the necessary community support to open a successful charter school in Harlem. We have
had multiple meetings with educators, community leaders and community members over this time. For
example, Dr. Peter Vaughan, Dean of Fordham’s Graduate School of Social Service, hosted members of
the applicant group and visited our school in Hartford with the purpose of identifying partnership
opportunities to ease our integration into New York. Likewise, we have hosted and visited with members of
other education organizations such as Northeast Charter Network and the New York City Charter Schools
Center, as well as representatives from the NYCDOE. Our focused efforts over this time have earned us
broad public support and yielded a significant partnership with one of the leading providers in the area.
CP Harlem has conducted two information sessions (June 26
th
and June 28
th
, 2014 with 43
attendees total) at parent meetings of Students First New York. At these meetings, an informational
brochure was distributed regarding the proposed school and parents were given the opportunity to ask
questions and provide feedback. The applicant group has also had multiple meetings with community-
based organizations, such as our partner, the Boys & Girls Club of Harlem, and Khary Lazzarie-White,
Executive Director and Co-Founder of Brotherhood SisterSol. In addition, the applicant group has met with
other charter operators, such as the Harlem Children’s Zone and Achievement First, not only to learn from
their experience but also to be galvanizers in a collaborative New York education community. Further, we
have made connections to higher education institutions, both through our board member, Mr. Shepard, as
well as through meetings with Assistant Dean Gretchen Johnson of the City College School of Education,
located in our target community. Members of the applicant group have met with religious leaders in the
Harlem community, such as Rev. Dr. Calvin Butts of the Abyssinian Church and leadership of Soul Saving
Station Church in Harlem. We have also sent informational materials and notification of our application to
local city council members and other area political leadership.
We have employed full-time staff to bolster our community support through community mapping,
outreach, partnership building, and stakeholder identification. Moving forward, we will continue to meet
with community-based, civic and educational organizations in our target community, such as Harlem
YMCA, the Harlem Chamber of Commerce and our district Community Education Council (CECd5). In
addition, we will continue our parent outreach efforts through additional parent meetings and attendance
and presentations at upcoming Harlem cultural events, such as the Harlem Book Fair and Harlem Week.
Initial Assessment of Sufficient Interest: After meeting with local community members, it is clear
that there is an overwhelming support for a school that provides a rigorous year-round, college-preparatory
experience. Statistical evidence corroborates this strong interest. For example, a spring 2012 study by the
New York City Charter School Center on existing demand for charter schools among families and parents
in NYC highlighted Harlem (including CSD 5) as one of the three areas in NYC where a majority of students
apply to charter schools. According to this study, the charter school waiting list in Harlem as of spring 2012
stood at 7,692. Given existing demand in CSD 5, additional capacity for charter school growth likely exists.
V. Lead Applicant Signature and Date Signed: Date: July 7, 2014
